Access and Inclusion through Flexible Pathways in Syria

• In Event: Flexible Learning Pathways for Inclusive Education and Social Cohesion: Evidence from GPE support to Non-Formal Education in Syria

Proposal

For more than a decade, NFE has played a critical role in Syria in enabling marginalized children to realize their right to education—including those displaced, out of school, at risk of dropping out, or living with disabilities—to access learning opportunities and reconnect with formal schooling.

Self-Learning Programme (SLP), based on the formal curriculum, is tailored to out-of-school children. Delivered in camps, private homes, community learning centres, and formal schools after regular hours, the programme offers flexibility to children of various levels and needs. It runs on a 3–6 month cycle using structured Self-Learning Materials (SLM) covering Grade 1 to 9. Each cycle begins with a pre-test to assess learners’ levels and tailor support, focusing on foundational literacy, numeracy, life skills, and core subjects (Math, Arabic, English, and Science). At the end of each cycle, post-tests measure progress and guide referral pathways back into formal schooling.

Remedial Classes (RC) are another component, targeting children enrolled in school but at risk of dropping out. The programme provides 3-month cycles of tailored support in Arabic, English, Math, and Science, allowing children to catch up on missed learning, strengthen their performance and mitigate risks of dropout. Cycles can begin at any point in the year, offering flexibility to meet learners’ needs. Special emphasis is placed on Grade 9 and Grade 12 students preparing for national exams, a priority made even more urgent after school closures caused by the earthquakes in 2023.

Early Childhood Education (ECE) is another critical pathway, laying the foundation for lifelong learning among children aged 3–5 years. ECE classes introduce children to structured, play-based environments that foster cognitive, social, and emotional development while preparing them for smooth entry into formal schooling. UNICEF has established and equipped ECE classrooms in formal schools, camps and community learning centres, creating inclusive spaces where children gain early learning experiences essential for retention throughout the education cycle. Flexible delivery, including edutainment activities, ensures that even in fragile contexts, young learners have opportunities to thrive.

All NFE components integrate psychosocial support and life skills development to strengthen children’s resilience, self-awareness, and ability to navigate challenges in fragile environments. These approaches also contribute to social cohesion by fostering confidence, cooperation, and participation. To sustain impact, UNICEF invests in teacher and facilitator capacity-building through comprehensive training packages, ensuring quality delivery and long-term institutional expertise.

Together, these flexible pathways—SLP/ELP, Remedial Classes, and ECE—demonstrate how NFE in Syria expands access and inclusion for the most vulnerable.

Author

• Ashraf Al Masri, UNICEF